DeVries Jeffrey M, Rathmann Katharina, Gebhardt Markus
Faculty of Rehabilitation Sciences, Technische Universität Dortmund, Dortmund, Germany.
Front Psychol. 2018 Jun 4;9:857. doi: 10.3389/fpsyg.2018.00857. eCollection 2018.
Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math ( = 3,310) and reading ( = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education. We conclude that social behaviors relate to grades more strongly than competencies, that peer problems relate more strongly to achievement than prosocial behavior, and that the relationship is weaker in later grades. We discuss the implication that grades and achievement tests are not interchangeable measures for educators and researchers.
亲社会行为和同伴问题是学业发展的重要相关因素；然而，这些影响因成绩衡量标准和社会行为而异。在本文中，我们研究了来自德国国家教育面板研究（NEPS）的数据，并使用结构方程模型（SEM）来模拟亲社会行为和同伴问题对五年级和七年级数学（n = 3310）和阅读（n = 3308）成绩和能力的影响。我们的模型考虑了性别和由父母教育程度决定的社会经济地位（SES）的调节作用。我们得出的结论是，社会行为与成绩的关联比与能力的关联更强，同伴问题与学业成就的关联比亲社会行为更强，且这种关系在高年级时较弱。我们讨论了成绩和成就测试对于教育工作者和研究人员而言并非可互换的衡量标准这一含义。
